Students' mathematics-related belief systems are constituted by beliefs about mathematics education, the self, and the class context¶

Theory · All theories
Evidence · no claims cited

Description¶

The article proposes a framework in which students' mathematics-related belief systems are organized around three constitutive dimensions: the object (mathematics education), the self, and the classroom context. As printed, "students' mathematics-related belief systemsare constituted by their beliefs about mathematics education, beliefs about the self, and beliefs about the class context." The framework distinguishes subcategories within each category, such as beliefs about mathematics, mathematical learning and problem solving, and mathematical teaching within beliefs about mathematics education. Its distinctive feature is the systemic focus on relations between categories rather than isolated beliefs.

Design Implications¶

Context¶

Requirements¶

• Operationalization via questionnaire scales and subscales for each category and subcategory of beliefs

Constraints¶

• The social-context category was operationalized with only one component, beliefs about the teacher, because such beliefs had rarely been studied by questionnaire

Target Learners¶

• junior high school mathematics students

Target Learning Objectives¶

• understanding how students' beliefs about mathematics education, the self, and the class context shape mathematical learning and problem solving

Claims¶

Related Theories¶

Examples¶

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Key Sources¶

• Op 't Eynde, P., & De Corte, E. (2003). Students' mathematics-related belief systems: Design and analysis of a questionnaire. https://eric.ed.gov/?id=ED475708